Relevant bibliographies by topics / Teaching CAM

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Teaching CAM'

Author: Grafiati
Published: 2 June 2025
Last updated: 19 July 2025

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Journal articles on the topic "Teaching CAM"

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Li, Xueyi, Shuhui Ding, Junying Wei, and Quanwei Wang. "Research on Teaching Method of Mold Course Based on CAD/CAE/CAM Technology." International Journal of Emerging Technologies in Learning (iJET) 12, no. 07 (2017): 136. http://dx.doi.org/10.3991/ijet.v12i07.7224.

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The teaching of the traditional mold courses focus on the illustration of theoretical knowledge. Therefore, associating the design, evaluation, and manufacture links as a whole is difficult. Students cannot shape system knowledge, thereby making the study difficult. In addition, traditional teaching cannot meet the current enterprise needs of talents who have mold CAD/CAE/CAM technology. This study presents a teaching method that applies CAD/CAE/CAM technology to mold teaching. First, the positive effects of these technologies on the mold design and manufacturing process are introduced. Thereafter, lamp cover is used as an example to establish a series of computer-aided teaching development processes using existing software for mold design, mold flow analysis, and machining simulation. Lastly, survey results demonstrate that the effects of the proposed teaching method are better than the traditional method. Moreover, students and enterprises are substantially recognized in this teaching method.
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Ru-xiong, Li, and Song-hua Jiao. "Teaching Technique Innovation on CAD/CAM/CAE of Mold Course." IERI Procedia 2 (2012): 137–41. http://dx.doi.org/10.1016/j.ieri.2012.06.064.

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NAGASAKA, Yasumi. "Development of Educational CAD/CAM Teaching Material." Proceedings of the Tecnology and Society Conference 2017 (2017): 231. http://dx.doi.org/10.1299/jsmetsd.2017.231.

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MIYASHITA, Ryouhei, and Yasumi NAGASAKA. "Development of Educational CAD/CAM Teaching Material." Proceedings of the Tecnology and Society Conference 2017 (2017): 232. http://dx.doi.org/10.1299/jsmetsd.2017.232.

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NAGASAKA, Yasumi. "312 Development of Educational CAD/CAM Teaching Materials by Animation Technique : Practical Use of CAD/CAM Teaching Materials." Proceedings of the Tecnology and Society Conference 2011 (2011): 43–44. http://dx.doi.org/10.1299/jsmetsd.2011.43.

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Xin, Li. "Curriculum Reform and Practice of Mechanical CAD/CAM Technology." International Journal of Emerging Technologies in Learning (iJET) 13, no. 08 (2018): 78. http://dx.doi.org/10.3991/ijet.v13i08.9040.

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Mechanical CAD/CAM technology is an important course for the mechanical design and manufacturing major. Its scope has a wide teaching content and discipline span, and is regarded a comprehensive course with strong theoretical and practical characteristics. Theoretical teaching was emphasized in the past to undervalue software operation. Unpractical teaching content directly resulted in student’s insufficient practice after the course. Thus, teaching reform measures were proposed, such as optimizing teaching contents, implementing modular teaching, introducing skill-based software, and formulating typical work tasks. Combined with theoretical knowledge, students used the software as a tool to accomplish designated tasks and reach corresponding teaching objectives. Taking mouse punch as an example, MasterCAM software was used to introduce the specific mode of task-oriented teaching in CAD/CAM experiments. Results show that students improve their abilities of applying CAD/CAM software after the course’s teaching reform. Practical engineering problems are analyzed thoroughly and orderly. Employment quantity and quality of graduates are significantly improved to gain praises from enterprises and achieve a remarkable teaching effect.
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Sirotenko, A. N., and S. A. Partko. "CAD/CAE/CAM when teaching the discipline “Fundamentals of machine design”." Journal of Physics: Conference Series 1691 (November 2020): 012026. http://dx.doi.org/10.1088/1742-6596/1691/1/012026.

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Lorenzo-Yustos, Hector, Pilar Lafont, Andres Diaz Lantada, et al. "Towards complete product development teaching employing combined CAD-CAM-CAE technologies." Computer Applications in Engineering Education 18, no. 4 (2010): 661–68. http://dx.doi.org/10.1002/cae.20270.

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Xin, Li. "Exploration and Practice on Course Teaching in Plastic Injection Mold." International Journal of Emerging Technologies in Learning (iJET) 13, no. 06 (2018): 101. http://dx.doi.org/10.3991/ijet.v13i06.8497.

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Mechanical CAD/CAM technology is an important course for the major of mechanical design and manufacturing, with wide teaching content and discipline span. It is also a comprehensive course with strong theoretical and practical characteristics. In the past teaching process, theoretical teaching was emphasized to despise the software operation. Unpractical teaching content directly results in insufficient ability of practice after learning the course. In order to solve these problems mentioned above, teaching reform measures were put forward, such as optimizing teaching contents, implementing modular teaching, introducing skill-based software and formulating typical work tasks. Combined with the theoretical knowledge, students used the software as a tool to accomplish the designated tasks and reach corresponding teaching objectives. Taking mouse punch as an example, MasterCAM software was used to introduce the specific mode of task-oriented teaching in CAD/CAM experiments. Results show that the students improve their abilities of applying CAD/CAM software after teaching reform in this course. The practical engineering problems are analyzed more thorough and orderly. Employment quantity and quality of graduates are significantly improved to get more praises from enterprises, achieving remarkable teaching effect.
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Piotrowski, Jessica Taylor. "Teaching CAM: Incorporating Digital Media into CAM Pedagogy." Journal of Children and Media 8, no. 4 (2014): 505–7. http://dx.doi.org/10.1080/17482798.2014.953756.

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Dissertations / Theses on the topic "Teaching CAM"

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Cournoyer, Richard John. "The Application of Parametric Software into the Undergraduate Computer-Aided Manufacturing Environment." Digital WPI, 1999. https://digitalcommons.wpi.edu/etd-theses/1078.

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"This thesis presents an in depth study of Pro/Engineer's manufacturing module and its application into the Computer-Aided Manufacturing (CAM) undergraduate education environment. Mechanical Engineering has a lot to gain by incorporating computers into the undergraduate curriculum in comparison to only the traditional classroom surroundings. Today, complex problems can be solved in mere seconds thanks to the power and speed of current computers. Likewise within today's manufacturing sector, numerical controlled (NC) machines are no longer programmed manually. In today's globally competitive manufacturing environment, integrated systems such as CAD/CAM help reduce the ever-shrinking time to market. This thesis contains the background as well as the curriculum material necessary to teach undergraduate students CAM using Pro/Engineer's manufacturing module. The curriculum material starts with the tutorials to teach and reinforce Pro/Engineer basic sketcher skills, which are necessary background information. Followed with in-depth click tutorials to teach the manufacturing module for 2 axes turning, and 3 axes hole drilling and milling. It also includes the necessary lab manuals that reinforce the class lecture material, an electronic manufacturing exam, and the students' evaluations from 2 terms when the CAM course (ME3820) was offered."
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Abouelala, Mourad. "Évaluation des outils de modélisation et de simulation dans le domaine de l’enseignement de la fabrication mécanique : cas des logiciels de la FAO." Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3056/document.

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Les outils de simulation sont des moyens pour faciliter la mise en place d'une production sur les Machines Outil à Commande Numérique, ces outils sont devenus très courants dans l'industrie et, par conséquent, dans l'éducation. Plusieurs problèmes importants émergent, telles que des questions d’ordre pédagogique, des aspects liés à l’ergonomie des interfaces, le coût d'acquisition de l'équipement et d'adaptabilité des étudiants aux multitudes de logiciels de fabrication assistée par ordinateur, de ce fait le problème de la sélection du logiciel est soulevé dans l'éducation afin d'assurer une efficacité des processus d'enseignement et d'apprentissage des étudiants.Cette thèse est conduite dans l’objectif d’étudier une méthodologie pour sélectionner un logiciel de FAO qui pourrait être efficace en tant que support d’apprentissage de la FAO en premier cycle des universités techniques, des écoles d’ingénieurs et autres établissements similaires. Les facteurs déterminants l’efficacité des étudiants utilisant un logiciel dans leurs apprentissages de la FAO ont été déduits du cadre théorique de la thèse qui s’est basé sur la théorie de l’activité. Cette théorie prend en considération le contexte global de cette activité d’enseignement-apprentissage de la FAO à savoir l’étudiant, l’artefact, le professeur, l’établissement et la communauté des éditeurs de logiciels.Le traitement statistique des données recueillies à travers les réponses d’un échantillon de 50 étudiants ont été élaboré dans le but de confirmer nos hypothèses sur les principaux critères d'évaluation de logiciel de simulation en éducation<br>Simulation tools as means to facilitate setting up a production have become very common in industry and, therefore, in education. Among several significant problems, like pedagogical issues, the cost of equipment acquisition and the adaptability of students to the multitude of Computer-Aided Manufacturing, it is raise in education the problem of selecting software in order to ensure maximum effectiveness of teaching process and students learning.This research study was designed to investigate a methodology to select CAM software that could be effective as a support of CAM learning in university, taking into account different features of CAM learning. We determine the student effectiveness in learning factors of CAM software and further, determine the relationship between the different main factors. The research was conducted using a questionnaire submitted to 50 students attending the second academic year of Mechanical Design and Production. The study provides results from empirical test of these relationships and provides criteria for evaluation simulation of software in education
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Ko, Hye Mi. "Trends in CAD education in interior design programs." Thesis, Virginia Tech, 1990. http://hdl.handle.net/10919/41972.

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<p>This research investigated Computer Aided Design (CAD) education in the interior design. program focusing on educators' opinions about creativity aspects including computer application, teaching materials and teaching methods as well as other trends in CAD education. A questionnaire was sent to one hundred eighty-two members of the Interior Design Educators Council (IDEC).</p> <p>A frequency distribution was used on 69 usable returned surveys to describe the sample characteristics and to determine the teaching materials and support. Means and T-tests were employed to examine if a significant difference of opinions toward CAD integration existed between designers based on creativity, teaching materials, and teaching approaches.</p> <p> Findings indicate that educators are thinking positively regarding the creativity aspects of teaching CAD. There was no significant difference between IBM educators and Apple Macintosh educators in terms of opinions concerning creativity and teaching approaches and also no significant difference in the educators who are using more flexible teaching approaches and the educators who are using more rigid teaching approaches in terms of creativity. Educators thought CAD courses are most helpful for students' future careers. Educators remarked that their college, department, and other faculties are generally very supportive. Overall the educators had fewer than 4 years of experience in teaching CAD. One or two CAD educators were teaching in each interior design program. IBM personal computer, AutoCAD software, instructor prepared tutorials were the most used teaching materials.</p><br>Master of Science
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Al-Yamani, S. A. "An overview of programmed learning and computer-assisted learning, and implementation of a PL/CAL module." Thesis, University of Bath, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379574.

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McPherson, Maleah Lynne. "Instructor field manual for Camp Highland Outdoor Science School." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2818.

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This project was designed to help instructors at Camp Highland Outdoor Science School in Cherry Valley, California. The camp is drsinged for fifth and sixth grade students. The manual would be a useful tool for instructors to reference information to assist in lession planning and activities. It would familiarize them with the local natual history in the area including geology, climate, plants and Native Americans.
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Yeung, Kai-hing Lionel, and 楊啓興. "The changing curriculum: from manual draftingto computer aided design (CAD)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960571.

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Galbally, Jaclyn. "The Relationship of Literacy Teaching Efficacy Beliefs and Literacy Pedagogical Content Knowledge During Student Teaching." Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/261842.

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Educational Psychology<br>Ph.D.<br>Student literacy rates across the country are unacceptably low. Teacher preparation has emerged as a priority in both research and practice in efforts to improve the nation's literacy rates. Teacher knowledge and beliefs influence the quality of instruction teachers are able to implement. This study was designed to help educators and mentors of novice teachers understand the relationship between literacy pedagogical content knowledge and literacy teacher efficacy beliefs and changes to this relationship during the course of student teaching. Using a sample of 36 pre-service teachers assigned to student teaching in kindergarten, first or second grade classrooms, literacy pedagogical content knowledge was measured in a multiple-choice assessment that covered a variety of early literacy instructional areas including phonology, orthography, vocabulary, morphology and comprehension. Literacy teaching efficacy beliefs was measured using a self-report questionnaire. Participants completed the survey at two time points, at the beginning and end of student teaching. To determine if a literacy pedagogical content knowledge and literacy teaching efficacy beliefs demonstrated a relationship, Pearson correlations were calculated at both time points. Results of this study suggest that these constructs are not related and operate independently. Additionally this study suggested that while literacy teaching efficacy beliefs improved significantly over the course of student teaching, literacy pedagogical content knowledge did not. Results from this study can inform teacher educators, mentors of novice teaches and professional development programmers on the relationship of literacy pedagogical content knowledge and literacy teaching efficacy beliefs in pre-service teachers.<br>Temple University--Theses
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Fremont, Kimberly Miller. "Technology, Learning, and College Teaching Evaluations." Diss., Temple University Libraries, 2013. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/216570.

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Educational Psychology<br>Ph.D.<br>College students utilize technology in vast ways. However, the results of studies evaluating the technological experiences of young people within the academic setting are varied, suggesting that students are more complex in their preferences for academic technology use than once thought. Yet no studies have explored student preferences for academic technology as measured by formal course evaluations. This study examined the relationship between technology use and student ratings of instructor and course effectiveness in post-secondary classrooms. Level and type of technology use, individual instructor demographics, and ratings of instructor effectiveness were measured using formal student evaluations of teaching (SETs). The findings suggest that significant differences in technology use exist between instructors of varying rank and experience. Additionally, the results suggest that students identify technology as a tool that contributes to their learning, but that technology is not sufficient in and of itself to impact ratings of instructor effectiveness and self-reported student learning. Rather, students identify instructor variables and instructional approach more frequently as important contributors to their learning. Future research should expand on these results by exploring the specific types of technology that students attend to in the classroom and by investigating how best to incorporate technology while maintaining strong pedagogical approaches.<br>Temple University--Theses
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盧德興 and Tak-hing Christopher Lo. "Facilitating conceptual changes in electrochemistry by using a CAI strategy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960364.

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Moses, Raven M. "TEACHING IN AFROCENTRIC SCHOOLS: AN EXPLORATORY STUDY OF ADMINISTRATORS’ VIEWS ON DEFINING, ASSESSING AND DEVELOPING AFROCENTRIC TEACHING COMPETENCE." Master's thesis, Temple University Libraries, 2015. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/359772.

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African American Studies<br>M.A.<br>In the available research on Afrocentric K-12 education, one area of primary concern is measuring Afrocentric education’s effectiveness at enhancing the performance and achievement of African American children relative to what they would achieve in traditional schools. A significant part of determining the level of success of the Afrocentric educational model involves ascertaining the efficacy of Afrocentric teachers. However, the existing research on various specific Afrocentric schools, both past and present, suggests that acquiring teachers sufficiently qualified to teach an Afrocentric curriculum is an area of concern. This raises a number of important questions including whether this suggested problem actually exists in the current Afrocentric school community, what constitutes “sufficient qualification,” how important Afrocentric qualification is relative to a particular school’s mission, and what is being done by actual schools to ensure that its teachers are properly qualified. In an effort to address these questions, this study investigated Afrocentric school administrators’ attitudes toward Afrocentric teaching competence. It also explored their assessments of the proficiency of their own teachers, and their opinions about what constitutes effective teacher preparation programming. This primarily qualitative exploratory study was conducted by surveying principal administrators of Afrocentric and African-centered schools. The participants in the study worked at private and public charter schools located in various states. Qualitative analysis was used to analyze the responses to a participant-administered online questionnaire. The results of the survey indicate that there is significant variation in the ways that the participants define and implement the Afrocentric education model as well as in the ways that they both conceive of and measure Afrocentric teaching competence. The findings imply a need for further, more intense exploration of what it means to be a competent teacher within an Afrocentric school as well as extensive research into potentially establishing standards for the demonstration of competence in the classroom. Doing so should provide a starting point for fully engaging the Afrocentric education community’s beliefs about the successes and failures of its teachers, which should in turn open up space for exploring how best to proceed with future teacher development.<br>Temple University--Theses
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Books on the topic "Teaching CAM"

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Erbslöh, Fritz Dieter. CAD/CAM-Curricula: Beiträge zur beruflichen Weiterbildung von Berufsgruppen mit starker Wechselbeziehung zur Informationstechnologie. P. Lang, 1986.

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Raker, Daniel. Inside AutoCAD: A teaching guide to the AutoCAD microcomputer design and drafting program. 3rd ed. New Riders Pub., 1987.

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Raker, Daniel. Inside AutoCAD: A teaching guide to the AutoCAD microcomputer design and drafting program. Tech, 1987.

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Raker, Daniel. Inside AutoCAD: A teaching guide to the AutoCAD microcomputer design and drafting program. 4th ed. New Riders, 1988.

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ill, Natti Susanna, ed. Cam Jansen and the mystery of the television dog. Scholastic, 1993.

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Adler, David A. Cam Jansen and the mystery of the television dog. Scholastic, 1993.

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Adler, David A. Cam Jansen and the mystery of the television dog. Puffin, 1998.

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Choy, G. K. W. Pupil-centred teaching methods and CAL. UMIST, 1994.

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Teaching CAD 2 (teaching engineering drawing/design in a computerised environment) (conference) (25 April 1987 Royal Military College of Science, Shrivenham). Teaching CAD 2: Teaching engineering drawing/design in a computerised environment. Institution of Engineering Designers, 1987.

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Teaching CAD 3 (teaching engineering drawing/design in a computerised environment) (conference) (9 April 1988 Royal Military College of Science, Shrivenham). Teaching CAD 3: Teaching engineering drawing/design in a computerised environment. Institution of Engineering Designers, 1988.

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Book chapters on the topic "Teaching CAM"

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Zhang, Chunyou, and Xiaoju Zhang. "Research and Practice of Project Teaching Method in CAD/CAM Course Teaching." In Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93719-9_19.

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Pleguezuelos, Miguel, Miryam B. Sánchez, José I. Pedrero, and Miguel Castejón. "Collaborative Project to Improve Teaching of Cams’ Kinematic and Dynamic Analysis Using Spreadsheets." In Proceedings of the XV Ibero-American Congress of Mechanical Engineering. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-38563-6_12.

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AbstractIn this paper, we present a learning experience for the improvement of kinematic and dynamic cam analysis teaching through the development of a collaborative project among subject students, based on the realisation of an application in Excel using its ease of use and matrix calculation capacity. For the examination of various cam types, motion programmes, and kinematic response curves, a large class of families of preconfigured curves is evaluated. Similarly, cam sizing is determined by geometric constraints such as pressure angle and radius of curvature. Students from the UNED School of Industrial Engineering perform all of the tasks described. This experience is part of a series of similar projects aimed at improving the academic performance of students involved in these activities by teaching the theory of machine elements.
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Kaminaga, K., Y. Fukuda, and T. Sato. "Successful examples in CAD/CAE teaching." In Computer Applications in Production Engineering. Springer US, 1995. http://dx.doi.org/10.1007/978-0-387-34879-7_23.

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Kuna, Peter, Alena Hašková, Miloš Palaj, Miloslav Skačan, and Ján Záhorec. "Innovation of CAD/CAE System Teaching at Upper Secondary Education." In Advances in Intelligent Systems and Computing. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-73210-7_60.

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Kuiken, Folkert, and Ineke Vedder. "From CAF to CAFFA." In Task-Based Language Teaching. John Benjamins Publishing Company, 2025. https://doi.org/10.1075/tblt.17.08kui.

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Abstract Linguistic performance elicited by language tasks has generally been operationalised and measured in terms of complexity, accuracy, and fluency (CAF). We argue, however, that the assessment of second language (L2) proficiency is impossible without considering the efficacy and appropriacy of L2 performance, so-called Functional Adequacy (FA). From the perspective of task-based language assessment, FA is conceived of as a multi-layered, goal-directed, task-related construct, in terms of successful task completion by the speaker/writer. In this chapter, we discuss the rating scale for FA with regard to the assessment of oral and written performance developed by Kuiken and Vedder (2017) which was tested out for different tasks and languages. We also indicate future directions for research on FA, particularly with respect to reliability and validity, FA in relation to (sub)components of CAF, use of the scale in classroom practice, and assessment of interactional tasks.
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Zhang, Hua. "Research Online Sports CAI Teaching." In Lecture Notes in Electrical Engineering. Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35470-0_92.

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North, Chris J. "Context of the Camp." In Self-Study of Teaching and Teacher Education Practices. Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2176-8_7.

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Molloy, Bob (Robert), and Roz (Roslynne) Molloy. "Methods for Teaching EHV." In How Values Education Can Improve Student and Teacher Wellbeing. Routledge, 2024. http://dx.doi.org/10.4324/9781003478607-9.

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Thomas, Clarice O. "Storied Reflection: Teaching in Real Time." In No One Can Arrest Our Dreams. Routledge, 2024. http://dx.doi.org/10.4324/9781032657141-5.

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Kosheleva, Olga, and Karen Villaverde. "How to Assess Teaching Teachniques." In How Interval and Fuzzy Techniques Can Improve Teaching. Springer Berlin Heidelberg, 2017. http://dx.doi.org/10.1007/978-3-662-55993-2_36.

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Conference papers on the topic "Teaching CAM"

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Bechthold, Martin. "Teaching Technology: CAD/CAM, Parametric Design and Interactivity." In eCAADe 2007: Predicting the Future. eCAADe, 2007. http://dx.doi.org/10.52842/conf.ecaade.2007.767.

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Dong, Tong. "Reform of Teaching Mode of Mechanical CAD/CAM Comprehensive Practice." In 2017 2nd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/icesame-17.2017.304.

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Zeid, Abe, and Sagar Kamarthi. "CAD/CAM Library of Parts and Assemblies for Engineering Curricula." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43252.

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Most often instructors and students are forced to search through a wide range of scattered resources, such as textbooks, archival journals, conference proceedings, Websites, and industry catalogs to identify parts/assemblies that demonstrate the CAD/CAM concepts of their interest. This long and tedious process is both a major impediment to student learning and a time-consuming distraction to effective teaching of CAD/CAM concepts. To address issues, this paper presents the concept of a CAD/CAM library of parts/assemblies of products for use in CAD/CAM related courses, to enhance student learning and critical thinking, and to increase the effectiveness of CAD/CAM teaching. The addition of pedagogical features to the CAD/CAM library will make it even more effective and useful. For every part/assembly, the CAD/CAM library has to provide not only geometric models with dimensions, but also has to include construction planning strategy, step-by-step creation procedure, modeling questions, and hands-on exercises that facilitate effective teaching and enhance student learning. In addition, the library has to offer its models in multiple formats so that they can be run on most of the commercial CAD systems. The library may have far-reaching impact on non-CAD/CAM areas, such as psychology and physics that require cognitive and 3D visualization studies. The paper presents the results and observation of using CAD/CAM library concept in teaching a CAD/CAM and design courses.
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Moreno, Darío. "Teaching physics in Latin America." In CAM-94 Physics meeting. AIP, 1995. http://dx.doi.org/10.1063/1.48834.

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Huilai, Sun, Lin Shuzhong, Zhao Fangfang, et al. "Networked CAD/CAM teaching platform based on computer net collaborative technology." In 2009 ISECS International Colloquium on Computing, Communication, Control, and Management (CCCM). IEEE, 2009. http://dx.doi.org/10.1109/cccm.2009.5270452.

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Zheng, Xiaohu, Yuwei Dong, Yannong Wu, and Yonghua Yin. "The practice of Mechanical CAD/CAM Course for Applied Undergraduates." In Proceedings of the 2019 International Conference on Advanced Education Research and Modern Teaching (AERMT 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/aermt-19.2019.59.

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Wan, Fangfang, and Bin Yao. "Application of Task-driven Teaching Model in Teaching Reform and Practice of Mechanical CAD/CAM Technology." In 2018 2nd International Conference on Education Science and Economic Management (ICESEM 2018). Atlantis Press, 2018. http://dx.doi.org/10.2991/icesem-18.2018.83.

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Shan, Wen-Ju. "Study on the Teaching Method of CAD/CAM Course in Independent College." In 2017 2nd International Conference on Humanities and Social Science (HSS 2017). Atlantis Press, 2017. http://dx.doi.org/10.2991/hss-17.2017.37.

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But, Adrian, and Eniko But. "MODERN CAD/CAM APPLICATIONS- INTUITIVE AND EFFICIENT." In eLSE 2012. Editura Universitara, 2012. http://dx.doi.org/10.12753/2066-026x-12-168.

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In this paper, based on an example, it shows how to create a NC program assisted by computer. It highlights the role of graphical programming, ease of interacting with the computer, easy to send commands to echelon operations yet leaving to the human programmer the freedom to intervene and impose their views of creatively. Using this freedom of action, the programmer can optimize the processing operation. It can get different processing times, applying different processing strategies. You can also change the cutting tools parameters. Comparisons can be made before the process through advanced 2D and 3D simulations. Are given opportunities to import the CAD file or drawing graphics effectively use the facilities offered by the CAD capabilities of the software. Follow the raw part defining, establishing and implementing the clamping systems. Using the database of the program can select the cutting tools or we can create others. Using specific post processors for different machine tools will be developed the NC program. Another advantage of the program is how to spread from computer to program NC machine tool, or from computer simulations which verify NC program designed. After more than five year experience and practice with KELLER CAD/CAM software are present the advantages and disadvantages. Methodology adopted to prove the efficiently of the CAD/CAM software presented was the cases analyzed with their results and one real application with the impact efficiently in industrial area. The ease with which the programmer is able to transmit information, to obtain a correct NC program has led to the successful implementation of this software in our teaching process.
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Spasova, Nadezhda, and Malinka Ivanova. "TOWARDS AUGMENTED REALITY TECHNOLOGY IN CAD/CAM SYSTEMS AND ENGINEERING EDUCATION." In eLSE 2020. University Publishing House, 2020. http://dx.doi.org/10.12753/2066-026x-20-151.

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Computer-aided design and manufacturing is related to usage of a wide variety of technologies for performance of engineering tasks like: analysis, planning, design, simulation, diagnostics, optimization, producing. The integration of CAD /CAM and AR system play an important role in achieving proper understanding of the 2D and 3D graphical objects modelling. This unity becomes a fundamental part of a standard design process. The aim of the paper is to summarize and analyse existing innovative solutions in utilization of augmented reality in computer-aided engineering practice and received knowledge to be used in the courses from Higher education. Also, the exploration about augmented reality usage in teaching, learning and assessment in university courses is performed in order to be chosen technology solution for delivering the knowledge in the context of CAD/CAM systems. The research method for review performing is based on examination of scientific papers indexed in SCOPUS and Web of Science, indexed by search engines Google Scholar, Google Search and Semantic Scholar. The keywords augmented reality, CAD, CAM, product design, product manufacturing, engineering, are used for forming several searching queries, investigating the topics concerning AR in CAD/CAM systems. A conceptual meta-model outlining the utilization of augmented reality technology in CAD/CAM systems and application of this knowledge for engineering education is developed. It consists of two parts. The first part describes the AR technology usage in CAD/CAM engineering process that includes several stages in design and manufacturing of products. It can be said that many of the stages are supported by AR for documentation, presentation and experimentation. The second part explains the utilization of AR technology in engineering education. An AR-based eLearning system should possess features for teaching, learning and assessment through usage of AR web-based, mobile-based or combined technologies. The summarized knowledge about facilitation of activities in CAD/CAM process through AR will be used for educational purposes and delivered also with AR technology.
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Reports on the topic "Teaching CAM"

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Corcoran, Tom. Teaching Matters: How State and Local Policymakers Can Improve the Quality of Teachers and Teaching. Consortium for Policy Research in Education, 2007. http://dx.doi.org/10.12698/cpre.2007.rb48.

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Yorke, Lynda, Simon Tate, and Martin Davis. New to teaching geography. Royal Geographical Society (with IBG), 2021. http://dx.doi.org/10.55203/gvkz5128.

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Geography plays a crucial role in understanding our world. It makes a vital contribution to our knowledge of the rapidly changing environmental and social challenges facing us and how we should tackle them. Supporting them effectively can present multiple opportunities and challenges for academic staff. For those embarking on a career in geographical teaching and learning, recognising these issues, and developing a toolbox of strategies with which to address them is key to developing good teaching practice. This guide offers a starting point for this process for graduate teaching assistants, teaching fellows and demonstrators.
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Smith, David, Katie Shearn, Joanne Lidster, et al. Research-Informed Teaching Toolkit. Sheffield Hallam University, 2022. http://dx.doi.org/10.7190/steer/research_informed_teaching.

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Research-informed teaching is a term used to describe the different ways in which students are exposed to research content and activities during their time at university. Depending on your discipline this could also be called practice-informed teaching. A four-year body of research involving over 600 students from across Sheffield Hallam University has been used to draw together the following five key Curriculum Design Principles to embed research and practice into teaching:1) Embed research and practice skills at the course level and develop them through the course. Moving students from consumers of research and best practice to creators of research and best practice. 2) Academic research and practice can form the basis of taught content and be used as direct examples of applied knowledge. 3) Accessing research literature is a high-level skill and requires scaffolding. 4) Research and practice skills should be taught in context and task linked. 5) Research undertaken by the students should be co-created, with students involved in the design process. Students and University staff from Sport, Nursing, Midwifery, Biosciences and Chemistry were involved in the creation of this toolkit. This toolkit is most relevant for those looking to embed research-informed teaching in their practice. The toolkit includes an introduction to research-informed teaching, how students perceive research, the barriers and enablers for staff and students to engage with research-informed teaching, skills students develop and ideas for the integration of research-informed teaching.
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Brennan, Brigid. Investing in Residencies, Improving Schools: How Principals Can Fund Better Teaching and Learning. Prepared To Teach, 2017. http://dx.doi.org/10.61625/leoy1156.

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School leaders can structure budgets to make room for innovative programs, creative staffing plans, and new initiatives. Principals have the opportunity to do the same when it comes to residencies—and when they do, it’s not only aspiring teachers who benefit. The entire community sees positive impacts. Using funding models from California public schools, this report explores where there might be room for co-teaching in every public school classroom.
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Mazzeo, Christopher. Improving Teaching and Learning by Improving School Leadership. National Governors Association Center for Best Practices, 2003. http://dx.doi.org/10.59656/el-pp6806.001.

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Ramirez, Jorge. Weekend Spanish Immersion Camp: A Non-Traditional Teaching World Language to Middle School American Students. Portland State University Library, 2020. http://dx.doi.org/10.15760/etd.7348.

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Davis, Tangier, and Aireale Rodgers. Can Evidence-Based Teaching Techniques Address the Education Debt that Students of Color Are Owed? Ithaka S+R, 2022. http://dx.doi.org/10.18665/sr.316700.

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Samba Melvis, Samba Melvis. Can more practical, rather than theoretical teaching of STEM subjects improve student participation and performance? Experiment, 2023. http://dx.doi.org/10.18258/51014.

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Badrinarayan, Aneesha, and Linda Darling-Hammond. Developing State Assessment Systems That Support Teaching and Learning: What Can the Federal Government Do? Learning Policy Institute, 2023. http://dx.doi.org/10.54300/885.821.

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The Every Student Succeeds Act (ESSA) invited states to use multiple measures of “higher-order thinking skills and understanding,” including “extended-performance tasks,” to create state assessment systems that support teaching for deeper learning. However, few states have been able to navigate federal assessment requirements in ways that result in tests with these features that can support high-quality instruction. This report describes three ways that federal executive action can help states realize their visions for more meaningful assessments: 1. Better align technical expectations for assessment quality with ESSA’s intentions 2. Enable ESSA’s Innovative Assessment Demonstration Authority to better support innovation 3. Create additional pathways to higher-quality assessments through existing or new funding mechanisms
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Buitrago-García, Hilda Clarena. Teaching Dictionary Skills through Online Bilingual Dictionaries. Ediciones Universidad Cooperativa de Colombia, 2022. http://dx.doi.org/10.16925/gcnc.23.

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This module, aimed at helping both English as a Foreign Language (EFL) teachers and their students, is the result of a qualitative, applied, transversal and constructivist research conducted with Open Lingua teachers. One of the objectives of said research was to establish the factors that favored and hindered the curriculum integration of open access bilingual dictionaries in that specific EFL context in order to design and implement some pedagogical and didactic initiatives that would foster the effective use of those lexical tools. The present module was a fundamental element within the series of proposals that arose along the research. Its main objective was to provide the teachers with the necessary conceptual knowledge and didactic strategies and resources to teach their students how to use that kind of online dictionary with higher degrees of ease, enjoyment, and efficiency, and, thus, to reduce the frequency of look up errors. This module offers a variety of digital resources, handouts, and hands-on and assessment activities that can greatly facilitate their job when teaching dictionary skills to their students.
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